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TEACHERS’ MANUAL 


or the 

COAAON SENSE SYSTEA 

or 

PENMANSHIP 


RAPID * BUSINESS * WRITING, 

BY 

E. E. UTTERBACK, 

Director of Writing and Drawing in Public Schools, 

TERRE HAUTE, 1ND. 




2 


TEACHERS' MANUAL. 


PREFACE. 


R EPEATED attempts have been made by teachers 
of rapid business writing to formulate a course 
of theory and practice that could be put into use by 
the regular teachers of graded or ungraded schools. 
But the fact that nearly all such systems have been 
failures, because of their many discrepancies born of 
inexperience of the authors in public school work, 
has been the principal agent in inducing me to place 
before the teaching public a few facts as I have found 
them by several years experience at teaching and 


supervising writing in all grades, from the first to the 
high school, and in the country district school and 
normal college. 

The immediate demand for this aid in my present 
field of work compels me to publish it in a condensed 
form, but it will be followed in a short time by a 
Complete Edition extensively illustrated and a de¬ 
tailed treatment of every phase of the subject of 
writing for graded and ungraded schools. 

E. E. UTTERBACK. 




PUBLIC SCHOOL WBIIING. 


To The Teacher. 


J fN the very beginning of schoool life is when the 
? pupil should be carefully and properly directed 
in writing as in other studies. As writing is purely 
an acquired habit , I have often thought that it de¬ 
mands more care of the primary teacher than any 
other subject; i. e., if it be taught in such manner 
that none of it need be untaught in after years. 

Think for a moment how difficult it is to throw 
aside a habit you have once acquired; one that has 
been thoroughly drilled into your nature by thousands 
of repetitions, and you will acknowledge that we 
should teach the beginner nothing that would neces¬ 
sarily be changed in after years. 

Legibility, rapidity, and ease of execution are de- 
demands in the business world to-day, and the points 
that must be kept in mind throughout our course of 
instruction. All three can be acquired simultaneously 
from the beginning, if handled properly, and this 
brings us to 

OUR FIRST LESSON IN PRIMARY GRADES. 

I am almost prompted to say that a primary teacher 
should be a “chalk talker,” but as this would be too 
exacting, I will be content by saying that she should 
use nothing but the blackboard and crayon in teach¬ 
ing her beginning pupils to write. 

Another moment’s thought and you will see that the 
younger the child the less minute are its motions, 


comparatively. Observe the child a year old, how 
well it can use its arms, and yet how difficult for it to 
control the action of its fingers well enough to take 
hold of an object. Is it according to the laws of 
nature, then, that we should give the little child a 
pencil and expect it to excute minute letters before 
writing them large by means of arm movement ? Nay, 
nay. If you would achieve the greatest success, if you 
would guide your pupils according to nature’s laws, 
and thereby make the three essential points, legibil¬ 
ity, rapidity, and ease of execution, a thing of steady, 
and I may say, almost unconscious growth and devel¬ 
opment, you will give the pupil blackboard writing 
for the first few months, and follow that with pencil 
or pen writing. 

Whenever you teach a new word, a symbol of an 
idea, then is the time to teach the writing of it. To 
illustrate, we will suppose you wish to teach 
your pupils to know the word “hat." You get the 
object, with which they are all familiar, and after 
having them name it, tell its use, etc., etc., you pro¬ 
ceed to teach them the word. This you do by writ¬ 
ing it rapidly and legibly upon the board while the 
pupils are watching you with intense interest. 

After they have looked at it for a moment, ask 
which one will take the crayon and try to write it 
just like you did. Several may volunteer, and you 
name the one who may try it. Possibly the pupil 



4 


TEACHERS' MANUAL. 


will write it legibly, or he may not; at any rate you 
should not criticise the attempt. Erase his work and 
after writing it for him again erase your work and 
give him the second trial. Try it with another pupil, 
and another. After giving a few lessons in this way 
you may have several pupils write at the same time. 

By this method of training the beginning pupils 
they acquire a legible conception of form and culti¬ 
vate freedom and ease in execution. The process is 
educational in its very nature and commends itself to 
every thoughtful teacher. But while you are free to 
acknowledge this, you are right in saying that the 
surroundings and conditions render this method more 
or less impractical in many school rooms. Too often 
the blackboard space is limited or not adjusted to the 
size of the pupils, and in this case much writing 
must be done with pencils. So right here let me 
urge you to wield your influence in bringing about a 
reform in the arrangement of blackboards in primary 
rooms. 

The fact that only few primary rooms are as they 
should be in this respect, compels us to consider the 

EXISTING CONDITIONS AND HOW TO MEET THEM.* 

If it is necessary for your beginning pupils to use 
a slate or paper on which to write, you should avoid 
in every way you can, such methods and exercises as 
tend to influence the child toward incorrect habits in 
position and movement. 

*As this topic will he extensively treated in our Complete Edition, 
little will he said here. 


Teaching pupils to form letters legibly regardless 
of the how or the manner of execution is a common 
but grievous mistake. Movement can be taught in 
one of two ways, on slate or paper. The pupil must 
write large, using arm movement, or he must make 
long sliding strokes between the letters in word writ¬ 
ing. If the latter is followed, only words composed 
of short letters should be used. Illustrations and di¬ 
rections for this will be found on pages 13 to 15. 

While the five or six-year-old pupil will not get the 
good from this work that he would from blackboard 
practice, it will be better than nothing and better than 
the usual copy book method. It is like a mission in a 
sinful land; its good may scarcely be seen at the time 
but up in grades three and four it will ripen into a 
harvest of free lateral movement which will be a great 
aid to the teacher and a pleasure to the pupils. But 
on the other hand, if the pupil receives no early train¬ 
ing in arm movement he acquires nothing but the 
slow cramped laborious finger movement which be¬ 
comes more and more and deeper and deeper im¬ 
bedded into his muscles until it will require thousands 
and thousands of efforts to eradicate it in after years 
if the pupil ever learns to write a practical business 
style of penmanship. 

Again, it is very common for teachers to write 
words on the blackboard and have the pupils copy 
them on their slates as a kind of “busy work,” and 
as a means of teaching the pupil to know the icords. 
A good method? I am sure that you can see no edu- 




PUBLIC SCHOOL WRITING. 


o 


cational merit in it; but on the other hand a lot of 
mechanical, meaningless work from which the pupil 
gains nothing but a little skill in form and many bad 
positions of body, hand and pencil. Don’t teach in 
that manner. If you wish something for busy work 
select paper folding, stick laying, clay modeling or 


something of that nature, but do not use writing for 
that purpose at this stage of the pupil’s advancement. 
A little later, when your pupils are set in the habits 
of correct position an l m vemeut , writing, as busy 
work is highly commended. 


POSITION. 

f OSITION while writing, being of first and vital import¬ 
ance. I must insist that the correct position be taught 
and maintained now and for all time. Habits, you know, 
and especially improper ones, are easily and unconsciously 
acquired. It is your duty first, and at all times to keep watch 
over your pupils and see that correct habits only are formed. 

This will not only be of vital importance to your pupils, but 
when once esiablished, will relieve you of two-thirds your 
labor in teaching writing. 

Frequently the incorrect position of the paper will cause 
the pupil to assume an incorrect position of the hand and 
body; and in fact, I believe the majority of bad positions in 
general, are caused first by the incorrect position of the pa¬ 
per in particular. Illustrations 4, 5, 6 and 8 show frequent 
tendencies which must not be allowed. 

Position of the hands, arms and body is of far more import¬ 
ance than a high mental conception of the characters to be 
formed. 

By careful observation of the illustrations herewith, you 
will get a sufficient idea of the proper position to be assumed, 
both at table and desk. Assume the square front position, 
i. e., sit squarely in front of the desk with both feet resting 
flat on the floor, about fifteen inches apart. Sit well back in 
the seat and incline the body slightly forward by bending at 



POSITION 1. 











TEA CHESS’ MA Nil A L. 


6 

the hips, but keep the spine straight. The fore arras should 
be almost at right augles to each other, with the elbows just 
off the edge of the desk, and the arms resting upon the mus¬ 
cles just in front of the elbows. The hand in which you hold 
the pen, (which is usually the right hand), should rest upon 
the nails of the third and fourth fingers or upon the first joint 
of the fourth finger. 

Without the use of the blotter, we think it is better to let 
the fingers slide on the nails rather than on the fleshy portion, 
as the movement will be more free. 

The paper should be in such a position that the ruled lines 
will be almost at right angles to the arm, or more definitely 
speaking, the paper should be in such a position that a line 


drawn from the lower left hand to the upper right hand cor¬ 
ners of the desk would be parallel with the lines on the paper. 
This is for the square front position of the body. Many hands 
are so formed that the penholder should drop below the third 
joint, while in a few it should be above. If the proper posi¬ 
tion of the hand is maintained, the holder will soon find its 
pi oper place. 

Numbers 1, 2 and 3 of illustrations, if observed carefully, 
will be more instructive than a description. Cut 4 is an illus¬ 
tration of the right oblique position advocated by many teach¬ 
ers, but which is injurious to health and the natural car¬ 
riage of the body. 


3 


4 

















PUBLIC SCHOOL WRITING. 


1 


/AOVE/AENT. 

Movement in writing, the result of muscular action, and 
without which the Script characters cannot be formed, is of 
great importance. Three movements are generally spoken 
of; namely, finger movement, which is the action of the fin¬ 
gers only, caused by the contractions of the muscles of ihe 
forearm. Combined movement, the simultaneous action of 
dingers and arm; and third, arm monement. 

In this latter movement, the fingers remain entirely passive 
and the muscles of the forearm are used only as a muscular 
cushion on which to rest and rotate the arm. Without slid¬ 
ing the arm the hand may be moved over a space of one to 
three inches in all directions thus giving one the ability to 
form large or small letters rapidly and with ease. This arm 
movement is all that is necessary in the execution of rapid 
business writing, the action of the fingers being tiresome and 
a barrier to freedom and ease. 

All pupils who have been taught writing by means of 
copy books will use finger movement, for some time, from 
force of habit. 

PAPER. 

The paper for desk use should be about 6x8 inches in size 
and of such quality that the fiber will not catch on the pen. 
The use of a high grade of paper is not necessary. Practice 
paper may be kept in a large envelope or in tablet form, 
but we have a more convenient way. 

THE PORTEOLIO. 

Our portfolio is well arranged for the preservation of prac¬ 
tice paper and filing of specimens, and being made very du¬ 
rable will serve the average pupil the entire year. 

When more Practice Paper is needed it can be bought 
in pads already prepared for pasting in the Portfolio, exactly 
as you found the first. 

When the Writing Time is called, the pupil should re¬ 


move but one sheet of paper, then close the Portfolio, place it 
squarely in front of him, as far up on the desk as possible, 
and then place the sheet of paper on the portfolio at such an 
angle that the forearm, while crossing the middle of the paper 
will be at about right angles to the nearest edge. 

You can then write half way across before moving the elbow 
or paper. (Study illustrations — 1, 2 and 3.) 

PENS. 

No one should use a fine-pointed flexible pen for rapid busi¬ 
ness writing, and the smaller the pupil the coarser andstiffer 
should be the pen. Either of the following pens I have found 
to be satisfactory in all grades. Tadella Allioid zinc, num¬ 
bers 1 and 6. Also the same number-s of Leon Isaacs Glucinum 
Pens. Palmer’s Business Pen, and the Zanerian Business 
Pen. All of these are strong, durable pens and not too large 
for the smallest pupils. Gillott’s School Pen No. is very 
good and his Magnum Quill No. 601 E. F. is an excellent pen, 
though the pointds rather fine for beginners. 

PEN HOLDERS. 

“'Ihe Bank” penholder is a good one and should be used 
more by pupils in all our public schools. Many others are as 
good, but smooth, metal holders should be used by no one. 

INK. 

I 1 or use in public schools we thiuk Sanford’s premium 
writing fluid is the best. It flows quite readily and does not 
thicken in the well as does most the black inks. Diamond 
slate dye will make an ink fully as good as Carter’s or San¬ 
ford's black inks. 

INK WELLS, 

when cared for properly are as good as bottles and much 
more convenient. But to keep the ink in good condition the 
wells should be washed once each week. This can easily be 
done by placing all of them in a bucket or pan and pumping 
water over them, stirring them with a stick while washing. 





8 


LEAD PENCILS, 

To the use of lead pencils I have no serious objections, but 
think the pen and ink from the beginning results in the fol¬ 
lowing advantages : 

1. By the use of pens, the pupils will not acquire the habit 
of bearing heavily upon the paper as they invariably do with 
the use of the pencil. 

2. Touching the paper lightly cultivates a light grip. 

3. A light grip, and delicate touch to the paper, insures 
freedom, ease, and rapidity in execution. 

If lead pencils are used, a No. 2 without rubber is best. No. 

3 will do but No. 4 is too hard. 

SLATES AND SLATE PENCILS. 

For convenience and economy the slate is the best imple¬ 
ment for use in the lower grades, i. e., for the preparation of 
most all fhssons except writing; but no teacher should ex¬ 
pect her pupils to learn to write well and rapidly by using 
the slate. As for writing alone, our schools would be better 
off without slates, but considering everything the slate can¬ 
not well be dispensed with at present. 

GRADING. 

While we have arranged for a rapid plan of grading, we 
think it is an unnecessary requirement, as it is impossible for 
any person, however skilled, to grade the same paper alike 
the second time, without it be a mere accident. We have 
known grading in writing to give the teacher more trouble 
than anything else, but often the complaints are just and yet 
unjust because of the fact mentioned above. Yet, the custom 
is to give grades in all branches and for this reason we have 
met the requirement. 

AT ANY TIME. 

Plate 21 may be used at any time through the course or by 
any pupils who may need practice upon the figures, dollar 


MANUAL. 


signs, or any other character contained therein. Use it 
at any time when the pupils’ work in arithmetic demands it. 
Also plate 1 and 2 of figures may be used at any time for a 
review. 

BLACK BOARD WRITING. 

Make all of your work on the black board as neat as possi¬ 
ble and practice until you form the habit of making figures 
and letters rapidly and regular in height. Also insist that 
all work by pupils in arithmetic and other branches be in 
harmony with their practice in writing. A great deal of fig¬ 
uring and writing is done outside of the writing class and if 
carelessness is allowed, especially on the black board, it will 
defeat nearly everything the pupil will gain while in the writ¬ 
ing class. You will find that vertical, ( perpendicular) writ¬ 
ing on the black board will be more legible, more condensed, 
more beautiful and better in every respect than the slanting 
writing. 

BEGIN WHERE. 

We would not recommend that all pupils begin with plate 
1. To the older pupils the practice on figures in the begin¬ 
ning would be rather dry, and such would not inspire free¬ 
dom of movement. We would recommend starting all pupils 
from the third grade up on plate 3, and not take up the 
practice of figures until a fairly good movement and average 
speed has been cultivated. 

By this plan of individual practice and use of copy slips 
any feature of the work may be taken up at any time without 
interference. 

MARKED COPIES —SPECIMEN WRITING. 

All copies marked with a small cross, X. are to be written 
as specimens after they have been passed upon. In this the 
pupil should take a clean sheet of paper and fill out the 
blanks according to directions at the end of page ; that is, 
after figure 1 the pupil should write the name of town, school, 





PUBLIC SCHOOL WRITING. 


9 


or his postoiiice address if he be in the country school. After 
2, the date ; after 3, degree ; after 4, the grade or school year 
in which he is working; after 5, his name ; after 6, his age. 
Then he should write only the one page of the marked copy 
on which he has just passed. This should then be examined 
carefully by the teacher and if found satisfactory she may 
place a check mark, ^ above one of the figures at the 
lower edge of the paper, which will indicate the value of the 
work and be used in making up the grade on writing at 
the end of the month. This specimen should be filed in 
the Specimen Receiver of Portfolio where it can be pre¬ 
served until 12 or more specimens have been written by the 
pupil, when they should be fastened together with clinchers 
and kept by the teacher or hung on the wall occasionally for 
display. When the specimens are bound in this way we call 
it a book, and this book contains a complete record of the 
pupil’s work over several weeks past. 

METHODS. 

CLASS DRILL, is a method used in most colleges and 
Normal schools and is quite successful in such classes, but 
I find it impracticable for universal use in public schools. 
This method consists in the teacher giving the same instruc¬ 
tion to all pupils. Copies are usually placed on the black 
board by the teacher, and she then gives a little instruc¬ 
tion as to the proportionate size and shape of the letter or 
exercise, describes and illustrates the probable faults, and 
all pupils work in concert. After a period of five to ten min¬ 
utes, the teacher will change the copy, proceeding about as 
before, and if the lesson consists of only a half hour, the 
pupils will have written live or six copies. All pupils in the 
school, however skilled or awkward with a pen, have received 
the same instruction and practiced the same copies at the 
same time. Some have been able to do the work well while 
others have only attempted. Some will have improved within 
a given time, while with others it would require five times as 


much practice to insure lasting results. It is a method by 
which the most able pupils are held back and not allowed to 
progress as rapidly as they should, while many others have 
been taken over the work five times fa'ter than they were 
able to master it. Nothing can be exacted of the pupil more 
than he chooses to do, nor has the teacher any way of judg¬ 
ing when the pupil has put forth his best efforts. Such a 
method, though long in existence, has not and cannot pro¬ 
duce the most satisfactory results in public schools where the 
majority of the pupils do not realize the great need of good 
writing and who are not disposed to always do according to 
the direction of the teacher. 

Writing being purely a habit and process of physical train¬ 
ing, is something that can never be acquired except by thou¬ 
sands of repetitions ot the forms to be executed. No person, 
however intellectual can learn to write a legible, rapid busi¬ 
ness ha 1 d without the proper training of the muscles of the 
shoulder and arm. If writing were a subject that applied 
more to the reasoning powers, we would have fewer misera¬ 
ble penmen than we have to-day, and it would be a subject 
beyond ihe reach of many persons who, as it is, can become 
fine penmen. We do not claim by this that a good rapid 
hand writing can be acquired without the aid of mind force, 
but we do assert that the necessary muscular training re¬ 
quires the aid of only an ordinary mind. It seems reasona¬ 
ble to some that the more intellectual a person is the more 
easily he should learn to write, and this may be true to a cer¬ 
tain extent, but many times we have known the most apt pu¬ 
pils in mathematics and other branches to be below the aver¬ 
age in the writing class; and by this we do not admit that 
writing is a gift which but few can acquire. We believe there 
is no other branch of education within the reach of §o many 
persons who are willing to expend a little mind, muscular, 
and nerve energy. The excess of one mental power does 
not imply the absence of another, and as our weaker powers 
may be developed until they are stronger ones, it is beyond 






10 


TEACHERS’ MANUAL 


a doubt that most persons, that the vast majority of rational 
beings may, with sufficient practice, become good penmen ; 
but of course it would require much more practice for some 
than it would for others, therefore the need of a plan of indi¬ 
vidual practice and advancement. 

Individual Practice and Advancement is the key note to 
success in teaching penmanship in public schools. By this 
method we allow each pupil to progress strictly according to 
his ability to master the work. We will first give class drill 
on five or six copies extending over a period of one week’s 
practice, then all pupils are started on the first copy, and 
each will be required to fill two pages of practice paper 
before he can receive a check mark. 

Some pupils will work faster than others, consequent¬ 
ly have the work ready for inspection while others are 
not yet through. When the required amount has been writ¬ 
ten the teacher inspects it and if found satisfactory, she will 
place a check mark, thus : on .the copy slip at the 

left end of the line on which the pupil has been practicing. 
This indicates that the pupil has done satisfactory work, and 
may proceed at once with his practice on the next copy. You 
will frequently find pupils whose first attempts will not be sat¬ 
isfactory aud in such cases you may have them re-write it pre¬ 
paring more or less pages than before. In this you must 
exercise your judgment. If the pupil’s work is almost good 
enough and you see he has done his very best, require, per¬ 
haps, but one page more. If the pupil has been somewhat 
indolent and indifferent let him write four pages. But I 
would not advise the assignment of more than four pages at 
a lime. You will also find pupils who will be willing to try 
time after time on one copy until they become discouraged. 
In this case I think it best to allow the pupil to pass to the 
next copy, but in such case I would not give him a check 
mark on the copy from which he has just been passed. 
Again, you will find pupils who, after trying the second time, 


will refuse to make the third attempt, and this is where you 
must be firm. 

ANALYSIS UNNECESSARY. 

The geometrical analysis of letters and figures is unneces¬ 
sary except to the expert engraver. The moment your eyes 
fall upon these figures and letters you have a fair mental 
conception of their shape, and a sufficient idea of their pro¬ 
portionate size. Our attention then must be given to the 
training of the muscles to execute these forms as we see them. 
To execute them easily and slowly with the finger movement 
would require but little practice and time, but to execute 
them with freedom and speed, which must be by means of 
arm movement, requires a long and careful training of the 
muscles of the shoulder and arm. 

EIGURES. 

Mr. A. N. Palmer, President of Business College, Cedar 
Rapids, Iowa, has said: “Nothing within the range of busi¬ 
ness writing is more important to the average bookkeeper or 
office clerk than business figures. In many lines of account¬ 
ing thousands of business figures are made without the writ¬ 
ing of a single word.’’ 

The importance of good business figures in nearly every 
calling of life is recognized by every one. From the time a 
child enters the first grade until he has completed the High 
School he has almost constant use for figures; and this is only 
the beginning. The absolute necessity for the correct forma¬ 
tion of figures needs no argument. 

Professor L. M. Thornburgh has said: “Unlike letters, 
figures that cannot be identified are lost forever, and with 
them go loss of time and money.” 

Many teachers prefer to begin the practice of penmanship 
with the figures; for, in addition to their importance they are 
more easily made than the letters and with them we can 
teach correct position and neatness. Their place in the course 



PUBLIC SCHOOL WHITING. 


11 


of practice -may be a matter of choice with the teacher and 
need not be taught before writing proper because they are 
considered firstrhere. 

The dot is the most simple character we have and the 
figure 1 is second. Our greatest aim in the first practice of 
these figures will be to cultivate accuracy in the lines and 
spaces, which means neatness. By training the pupils to 
be neat iu the beginning will be to save the teacher a great 
deal of effort later. This is one strong point in favor of indi¬ 
vidual practice; each pupil being thrown upon his own re¬ 
sponsibility can be required to do the work as the teacher 
wants it without affecting the progress of others, while in 
class drill all pupils are taken over the work together, and 
those who may be indifferent or naturally slow in learning, 
are beyond the control of the teacher. A certain amount of 
class drill, however, is beneficial in that it saves the teacher 
repeating the same instruction to each pupil individually. 

PLATE / 

, / // // // // // // / 


The figure 1 for average business purposes should be about 
f S 2 of an inch in height, but it may be of any height and be a 
figure 1. To speak of elements and principles is confusing to 
pupils and adds but very little, if any, to skill in execution. 
We will take the figure 1 as a unit of measure and speak of 
it in all figures and letters containing straight lines. The 
cipher or naught should be the same height as figure 1. 

The figure 6 is a little taller than the figure 1; the first part 
being a straight line, until you near the base where you make 
a short turn towards the right and form a small o or cipher £ 
the height of the figure. Insist that pupils make the first part 
straight and the second part small. Three counts: 1, 2, 3, 

The figure 4 is the same height as the figure 6, the first part 
being begun a little below the height of the figure 1 and made 
quite short; this brings the horizontal stroke (which should 
be about £ of an inch in length) very near to and parallel 
with the base line. Cross this half its horizontal length with 


A / A / A / A A 


6 


■A~ or 


/ / 

/ 

/ . 

/ / 

/ / / 

/ 

o o 

0 < 

0 0 

0 . 


' O' 

6 


6. 

6 


A 

A 


A 

A- A 

■A 

6L « 

^6 


66 

<66- 66 

6L. 



d? 

S 

A A 

o? 

r or 

oT 

or. 

6? 

or or 

60 


^ 6 ? ^ 

'/r/ s* / r / r" f f r r r r r «- r~ r r r r f 



12 


TEACHERS' MANUAL 


should be well rounded ; finish with a short horizontal stroke, 
which should always be joined to the first part at the top. 

Our figure 8 begins with a round turn at the top and ends 
with a slanting line slightly curved. Make it the same height 
as figure 1. 

The first part of fignre 9 and the first part of letters a, d, g, 
and q are identical in form and size, which should not be so 
tall as figure 1, but perhaps a little more than half its height. 
The first part of the figure 9 is more slanting than the cipher, 
and you will observe that the first stroke is curved more than 
the second. The last part below the base line should be the 
length of figure 1. 

Begin the figure 7 with a very short figure 1; partially re¬ 
tracing it, form a horizontal compound curve with a very 
small loop at the right and finish the same as figure 9. 

The plus sign is composed of a perpendicular figure 1, 

PLATE 


r, / 

■ 

/ <5? S2L. 

_ 

_ 

N? 

_ 




cNZ — 

. 

1 T? 




' ' / 

/ 


z 7 Z 


/ 

/ 

/ 

/ 

y / 

/ ' 

/ / 

/ 

/ 

/ 

/ 


/ 7 

f n 

/ 


'V' 

"4 

'7' 

•p- T 

-r 


4 

y 

- Tzt 

- 

NT 

—*— y — 

/ 

/ 


- 

"z 

—/ 

T 

/ 

/ 

/ 

/ 

/ 

/ 

/ 


// 

4- 4 

4 4 

4 

4- 

4- 


4- 

4 

r 

4 

—L 

4 - 

4- 

4- 

4- 

4 

f N 

- — 

















'S 

«=21 +- 

/ 

= L? 

- 

+" <=>2— 

- 4T 


vJT; 

4- / = 

/ 

V' 

z-t- — N 

c? 

4- = 

SL. — 

• S 

/ a 

/ — 

/ 

= <2- 

NT - 

- / - 

- / 


4?- 

- NL. 

:/ . 

N - 

- NtL — 

- N- 


^ - 

- / = 



. X 

X 

X 

X 

X 

X 

X 


x / — 

NZ . 

NT 

XNT . 

— 

NZ. 

Xu? 


/ k. 



- 7 - 

4- 

— 


— 

N2- - 

- / = 

NL . 

NL 

— NL 

=/ 


NA 

-42. : 

=. -2.. 


a straight line which should begin the height of the figure 6 
and end on the base line. 

The figure 2, if made the size of the capital Q, would con¬ 
tain a small loop in the top, but the character being made so 
small the loop need not be made perceptible. You will 
find it easier to start with a short downward stroke towards 
the left and almost retrace it going back, than to start with 
an upward motion first. The second downward stroke should 
be slightly curved and quite slanting; the loop at the base 
being horizontal or parallel with the base line. The figure 2 
is a very small capital Q and made the height of figured. 

Figure 3 is made the same height as figure 2. The first 
strokes are the same. Form the small loop f the height of the 
figure and finish as in copy. 

Figure 5 begins with a plain downward oblique line, re¬ 
traced about half its length in making the last part which 








PUBLIC SCHOOL WRITING. 


13 


crossed half its height by a horizontal line of the same length. 

The equality sign is made of two parallel horizontal lines 
about ^ of an inch in length, and the distance between the. 
two lines is equal to half the length of the vertical figure 1. 
Copy 13 is a review of a few figures and the signs plus and 


PLATE ^ 



equality. These figures are only suggested, and any others 
may be used at the discretion of the teacher. 

The minus sign in line 14 should be the same length as the 
equality sign. 

The multiplication sign is made by crossing the figure 1 
with another figure 1 of equal slant in the opposite direction. 


The division sign is made by placing one dot above and one 
below the minus sign. 

In the beginning practice of these lateral slides, we must 
again ask and insist that you enforce the proper position of 
all pupils. If you could but know the damaging effects 





caused by careless position of the hand, paper, and body, in 
beginning the work in such exercises, I am confident I would 
not need ask you to give special attention to this question. 
Drill the pupils thoroughly upon position of paper, hand and 
arms, and especially correct position of the paper. 









































































u 


'1EA CNEES' MANl 7 A L. 



In illustration No. 5. the paper is entirely too close to 
the front edge of the desk, and consequently causes an incor¬ 
rect position of body or arms. If the pupil sits so his arms 
will rest on the desk as they should his hands will be entirely 
too close to his body, his neck bent until it almost breaks, and 
his eyes in such position that he must, look straight down¬ 
ward at his work. Again, if he sets baek as he should in 
order to get his body and head in correct position his arms 
will be oil the desk. Listen! The paper must be pushed fur¬ 
ther up on the desk. And when writing on the lower half of 
the page one corner of the paper must be placed up over the 
back of the desk , as illustrated in Cut No. 2. How very simple 
this seems, but I am sure it would bear repeating a thousand 
times; for many thousands of times have I seen pupils and 
teachers stone blind (perhaps indifferent) as to the correct 
position of paper. 



No. 2 

In making exercises 17 to 25 inclusive, the hand should 
slide freely toward the right, the arm bending at the elbow, 
which is called hinge motion. This movement is produced 
by the muscles between the shoulder and the elbow, but most 
pupils will form the letters with more or less finger move¬ 
ment when they begin practice 

In starting the smaller pupils on these sliding movements 
you may find it better to first give them an exercise of only 
two slides and one down stroke. This they should make at 
the rate of eight to fifteen exercises per minute in beginning, 
and increase the speed to double the rate within three or four 
weeks. We do not mean that you should require the pupils 
to practice this exercise a number of weeks without a change, 
but review it occasionally and note their improvement in 
speed, ease and neatness. 

You will find it more convenient and economical for the 

















small pupils to use their slates in this work, but we urge 
upon you the importance of using paper. In using the slate 
the pupil will form the habit of raising the arms from the 
desk, which he should not do. In a school of mixed grades 
i. e., where there are four or more grades in one room it is 
well to classify the pupils according to age or previous prep¬ 
aration, into three or four sections and give them class drill 
for a few days that they may get an idea of the speed 
they should use in writing these sliding exercises. Pupils 12 
to 16 yeai-s of age should write exercise No. 17 about thirty 
times in one minute, and faster than that after a few days’ 
practice. By the time they have reached exercise No. 19 they 
should write it twenty-two to twenty-five times in one minute. 


If the practice paper is cut 6x8 inches in size, tire pupil 
should draw a line the narrow way across the page, through 
the center, and begin at this line, as indicated in plates 
3 and 4, and extend the exercise to the right end of the page. 
When the right hand column is filled, he then turns the paper 
half-way around, begins at the line again and writes as be¬ 
fore. While working on these sliding exercises, the pupils 
may write both ways across the paper. 

SPEED. 

This is an important element in breaking up a cramped, 
stingy, finger movement, and in cultivating freedom and 
ease. Crowd your pupils along while giving class drill. 


















































16 



and when they are working independently and on different 
copies, perhaps, you can require any drsired speed and refuse 
to check a pupil’s work unless he writes it as rapidly as you 
wish. A few days’ class drill on the first three or four exer¬ 
cises will give the pupils an idea of the proper speed, when 
they should be started individually, (See Individual Practice 
and Advancement, page 10. 

Your Register would serve very well as a posing board 
on which you can illustaate the proper position and move¬ 
ment. 

Cut No. 6 illustrates a common tendency, which, if allowed, 
will soon result in a very disastrous position of baud and pen. 


’ MANUAL. 


The first symptoms of this will be found in the pupil’s turn¬ 
ing his paper just a little too angular on the desk, and in a 
little while still more and more angular until the lines on 
which he writes extend straight away from the body; conse¬ 
quently, the pen must travel toward the seat in front, when 
it should travel toward the upper right-hand corner of the 
desk. 

In exercise 16 direct as follows; slide-one-slide-s-slide. 
Tell the pupil to dot the one and call it i,—about twenty-two 
words a minute. In most of the words following, I think it 
advisable to name the slide and then the letter as before. 
Show them how prominent figure 1 is in letters e, x, c, a, n, 
w, m, and final r. The following illustrations show a few 
probable faults in writing these words: 





We have been cultivating the habit of sliding the hand to¬ 
wards the right, which is a very necessary movement for ease 
of execution and the proper spacing between letters, but for 
writing loops and capital letters it is very necessary that we 
cultivate the forward movement of the hand and arm which 
is produced almost entirely by the muscles of the shoulder. 
If this movement is not properly established all extended and 
capital letters will be too slanting. It is rather a difficult mo¬ 
tion to acquire, but an absolutely necessary one. Line 29 is 
the best possible exercise for developing this forward motion, 
but must be practiced with the proper movement and posi¬ 
tion or more damage than good will result. 

The forearm rests on the muscles just in front of the elbow, 
and at right angles to the base. In this position the elbow 
must necessai-ily move forward in order to push the pen 



















PUBLIC SCHOOL WRITING. 


IT 



from the base line upward to the height of the exercise, for 
the fingers should neither be extended nor contracted. If the 
arm were stiff at the elbow the action described above would 
produce a motion almost perpendicular to the base line, but 
as the arm may bend at the elbow, the triceps muscle con¬ 
tracts a little as the hand moves forwax-d, and this conti'ac- 
tion causes the hand to be moved a little to the right of per¬ 
pendicular, thus forming a right oblique motion. Now then, 
just how much this should slant to the right of perpendicular 
depends upon the individual’s idea of beauty, or legibility, 
and the amount of training he gives the muscles that produce 
it. In other woi'ds, the slant of the writing depends altogether 
upon the compai’ative action of the biceps and triceps mus¬ 
cles. 


If a pupil’s wi-itingis too slanting, it is because he has used 
too much hinge action ; i. e., he has used the biceps and tri¬ 
ceps more than the shoulder muscles in comparison to the re¬ 
quired action for the correct foi’mation of the letter. Hei-e is 
an illustration. In such as this too much hinge action is used. 



The pupil should practice exei - cise No. 29 until a uniform and 
rapid action of the muscles of the upper arm and shoulder 
has been fairly well established. 

It is understood that a pupil should assume the proper posi¬ 
tion while he is woi’king on this, but as the child will fre¬ 
quently find the easiest way to do a thing you may occasion¬ 
ally find such a position as this ; 





18 


TEACHERS MANUAL 



No. 8. 


and the pupil using nothing but hinge action. Such, of course, 
must not be allowed, as it would defeat the very object for 
which the exercise is designed. 

In writing exercise No- 39, the pupil should not raise the 


peu from the paper until it has traveled at least two inches 
toward the right; then the paper should be moved that far 
toward the left and the exercise continued without a break by 
beginning just where the pen had been raised. The hand 
shouid move forward and backward very rapidly at the rate 
of seven to nine strokes per second, but it should move 
slowly and gradually toward the right. 

The proper curvature and slant of the finishing stroke in 
small i must be made a requirement that the pupil may be 
able to utilize and properly apply his skill gained in previous 
work. 

A little class drill on this and the following three or four 
exercises will be helpful in giving the pupils an idea of the 
required speed. The pupil may write twenty-five to fifty i’s 
in one minute, “ il ” twenty-five to thirty-five times in one 
minute, and “ill ” eighteen to twenty-five times in one minhte. 
This requires active work, and no finger movement should be 
used. 

See that the pupil makes the exercise exactiy as he should 
before passing him to another, and you will have no trouble 
in getting high grade work throughout the course. Remember 
that speed is an important factor. 

Accept no specimens where the loops are made with finger 
movement, nor where the finishing strokes have been slighted. 

In plate (i we will take up the practice of loop letters in 
exercises as well as in w'ords. This gives a continued repeti¬ 
tion of the same letters, without raising the pen or checking 
the movement. The first part of d is the same as the first 
part of 9 or a ; the loop need not be made as tall as 1, for it 
looks better made shorter. Do not pause at the base line, 
but with a short turn start for the next letter. Do not raise 
the pen. Make sixteen exercises, sixty-four letters per min¬ 
ute. It is sometimes advisable to have the pupils write a 
page of the letter exercise before writing the entire line. 

Small b is made the same height as 1. A round turn at the 










PUBLIC SCHOOL WRITING. 


19 


PLATE 6 

«LL>-L^LfT 

>,c^JUULs ^LUl 



“' 


bottom and a slight retrace the height of i, v and other\short 
letters complete the b. These are common errors : 


Look out for the finishing strokes of all these words. The 
first part of h is also the same as 1 and the last part the 
same as the last part of n and m. Make twelve to eighteen 
exercises per minute. No finger movement is needed. The 
second part of k is usually made a little taller than n or w. 


You will find that beginners are inclined to mahe it too 
large ; frequently like this : 





Note how we end the word, “kind.” Raise the pen 
from the paper while in motion, “t”, is the most difficult 
letter we have tried so far and will no doubt discourage many. 
The up stroke is a vei'y strong curve near the base line and 
the down stroke is straight., retracing the up stroke part way. 
A very slight pause at the base will aid in forming the letter 





20 


TEACHERS' MANUAL 


properly. The tendency will be first to make the upward 
strokes too slanting and too straight, thus leaving a space 
between the lines. If the upward stroke is curved as it 
should be, the tendency in rapid writing will be to form a 
small loop in the top, thus making it similar to 1. The 
cross may be about two-thirds the height of the letter. 
“ f ”, is the longest small letter in the alphabet, but not usu¬ 
ally difficult to make. It admits of a free swing of the arm, 
and the only common fault necessary to mention is curving 
the down stroke like this : 



By careful practice the habit may be overcome. 


j\nn writing. 

Rapid writing is one of our principal aims, and to get 
this in conjunction with our other work we must use va¬ 
rious methods and devises to meet the dispositions of all 
pupils, but one effective means of cultivating a high degree 
of speed with all pupils is to select a certain word or ex¬ 
ercise, place it on the black board, have all pupils prepare 
themselves with good clean paper and get ready for writing 
the instant you give signal. This you can do with your bell 
or with a tap on the desk. When the signal is given all pu¬ 
pils should start together and write as rapidly as they can by 
retaining legibility until you have given the signal to stop. 
Then all pupils should count the number of exercises they 
have written, and write the number on their paper. You 
should then ask some pupil how many he wrote. After get¬ 
ting his number ask how many wrote more rapidly. Several 
hands may go up. Ask one of these pupils how many he 


wrote, and so on until you ascertain who is the most rapid 
writer, then reverse the question and learn who is the slow¬ 
est writer. Give all of them another trial and insist that 
they must not ignore legibility for speed, that the fastest leg¬ 
ible writer is the best. Examine all their work after they 
have had the second trial. Any pupil who may have neg¬ 
lected neatness and legibility to be victorious in speed should 
not be given credit though he has written more exercises 
than any other pupil. Repeat this work occasionally through¬ 
out the course and you will find pupils who will take a great 
interest in rapid writing. 

Plate 7 will deal mainly with loop letters below the base 
line. With this also the tendency will be to make them too 
slanting, even worse than the letters above the line. Exer¬ 
cise 29 is the best medicine for this disease and should usually 
be administered in large doses. If, after writing a few pages 
of line 42, the pupil is inclined to make the letters more slant¬ 
ing than in the copy, have him fill four pages of line 29, mak¬ 
ing it quite rapidly with the proper position and genuine arm 
movement. Note the horizontal connecting line and the wide 
spacing between the j’s ; also the style of e in the word jell. 
This should always be used when e follows, j, g, y or z, for 
the joining is much easier than when the other style is made. 
The tendency in the j will be to make the upper part too 
tall and the cross in the loop too low. Hundreds of care¬ 
fully directed efforts is the only cure. The first part of g is 
the same as the first part of 9, a, and d and the loop is the 
same as that of j. The tendency in this also as in j will be 
to make the loop too slanting and the cross too low. Note 
carefully the style of r in the word, “grand”; it is much 
better than the style ordinarily used where r follows g, b, w 
and o, and is frequently used when r ends a word. Do not 
raise the pen from the paper when making it. 





PUBLIC SCHOOL WBITING. 


21 


PLATE 7. 




In making “y”, the first turn is frequently made sharp, 
but it looks better, and I think it is just as easily made to 
form a short turn the same as in the top of n or m. The 
fault common in j and g, you will also find in the loop of y. 

Note again the style of e in the word yes, and the way in 
which we make y in the word yesterday. This is not re¬ 
quired, but you will find it an easy and graceful style to 
make when y ends a word. 

A Very Small Loop in joining the first and second parts 
of z wdll enable you to make the letter with ease and rapid¬ 


ity. The cross in the second part may be made a little below 
the base line. 

Again You Have an application of the first part of 9 
which forms the first part of q. The second part of this let¬ 
ter should be the same as the lower part of f. In most all 
copy books the letter is made a little shorter than other loop 
letters, and is finished with an over stroke as the first stroke 
in n or m, but no excuse can be offered for such a formation 
of the letter when it looks just as well to make the second 
part the same as the lower part of f; and as the q is always 





TEACHERS' MANUAL 


PLATE S 





followed by u this is unquestionably the better style. The 
upper part of p should be about the same as t and the lower 
part a little shorter than the loop in y and q. The lines may 
cross a little above the base line and the last part made the 
same height as n or m. Make fourteen to sixteen exercises 
of four letters each in one minute. Notice the style of r in 
finishing the word pepper. 

We will now take up the consideration of capital letters 
and sentence writing. If the wish of the author has been 
carried out in the practice of the previous exercises, the pu¬ 


pils within three months, by careful practice on the following 
exercises and sentences, will show more improvement in page 
writing than they have in all time past. Special attention 
must now be given to a free rapid arm movement, the proper 
spacing between letters and words, and to all finishing 
'strokes. 

The exercises in line forty-eight must be practiced rapidly, 
and attention given to the round turns at the top. The hand 
must be in motion when the pen strikes the paper, and, if so 
much of a rolling motion is used as to form small loops in 







PUBLIC SCHOOL WRITING. 


23 


the lower part, no objection will be offered so long as these 
loops are not so large as to spoil the identity of the capital 
N or M. If no loops are formed it is all right, so long as the 
lines are retraced, but a wide space between the up and down 
strokes like this : 



must not be allowed. The rate of speed should be increased 
as the exercise diminishes until in the latter part the pupil 
can make from seven to nine strokes per second. This is an 
excellent drill for developing the proper union in N and M. 
No two letters will add to, or detract from the legibility of a 
page more than small n or m. If made like this 



the union is weak and the page is difficult to read. Notice 
the word manner, how much more legible when n and m are 



made with close union. Any tendency towards too much 
slant must be defeated by another siege of practice on exer¬ 
cise twenty-nine. 

Capital N is the same as the first part of exercise forty- 
eight and must be made rapidly. Count only for the down 
strokes one, two, three. Line forty-nine should be written 
twenty times or more in five minutes. 

Insist that the pupil write it at that rate of speed before 
giving a check mark. Capital M needs no special explana¬ 
tion. Look out £or spacing, slant and the finishing of words. 

When you make the first part of x stop firmly with the pen 
on the paper. The second part should touch the first. The 
count should be 1, 2, 3, 4, etc. Watch carefully how your 
pupils make small t; it will cause them no little trouble for 
some time. 


Selfkeliance and Confidence is one strong point for 
pupils to gain in making capital letters. To make them well 
and to place them where they should be requires a great deal 
of nerve energy, and if a pupil can cultivate fearlessness and 
feel confident of his ability to make a certain letter or exer¬ 
cise, his success in writing is warranted. Nothing will do 
more for him in this respect than bold rapid practice. There¬ 
fore you should insist upon your pupils striking out fearlessly, 
giving more credit to rapidly, though crudely executed letters 
than those executed with a stingy, cramped finger or arm 
movement. 

The first part of H is the same as the first part of X, and 
the second part should be well curved at the top. Finish as 
in copy. Your pupils may be inclined to get the space too 
wide between the long downward strokes. If you find such 
work have it rewritten. Teach the pupils to compare their 
work with the copy. 

The first part of K is also the same as the first part of X 
and H, and the first stroke in the second part should be a 
compound curve. Form a small loop on the stem part f the 
height, and finish as in copy. 

DICTATION WRITING. 

After your more advanced pupils are getting alongwell 
with the sentence writing on plates 6 to 12, you should 
devote one lesson in every six or eight to dictation writ¬ 
ing; that is, read a few paragraphs from some book and 
have all the pupils in the room write while you read. If you 
are in an-ungraded school you should dictate to the older and 
more advanced pupils in one class, and another day dictate 
to the intermediates as another class. When reading, select 
some pupil who is a little above the average in speed and 
note carefully when he has finished writing what you have 
just read, then regardless of those who are not through, read 
again and continue in this way at least ten minutes, allowing 




24 


TEA GHEES' MANUAL. 


this pupil whom you have selected, to govern the speed of all 
others. This will be the means of hurrying up the slow ones 
and bring all to a uniform rapid rate. 

After you are thi-ough dictating have each pupil look over 
his writing carefully and with a small cross x ■ mark all the 
mistakes he has made in ending words: i. e., if a word should 
end with a long, well curved line as in this word, and 



he has made it short, or perhaps pointed downward toward 
the right, like this, he should count it a mistake. After 



they have looked over their work they should count all mis¬ 


takes and write the number with their names at the bottom 
of the page. In case any pupil is not inclined to give credit 
for all his mistakes, it would be well to have the papers ex¬ 
changed, letting one pupil correct the work of the other. 
These papers should all be collected by the monitor and ex¬ 
amined by the teacher at some time within the next three or 
four days. 

After the paper has been written and criticised the second 
time on the ending of words you should mention some other 
point for critcism. The use of final t in ending words; the 
use of r and e following loops below the line; spacing, slant, 
capitals, punctuation, etc., are points for criticism. Not 
moi'e than two points should be looked after at one time. 
Repeat this feature of the work throughout the course as it 
will give the pupil practice in page writing which he can get 
in no other way. 


PLATE 9. 



59 





PUBLIC SCHOOL WRITING. 


25 


The capital letters in plate 9 are very similar in principle 
to those of plate 8. The first part of capital Z is the same as 
the first part of Y. Do not check the movement as you near 
the base line but make a short turn quickly and form a small 
loop as in copy. Finish the same as in small z. 

Notice that the main downward stroke in capital Q is quite 
slanting, the loop rather long and parallel with the base line. 
Considerable hinge action should be used. 



This style of capital (/ and L/L/ may not meet the 
admiration and approval of all, but they are presented here 
because, (1) they admit of a free and rapid movement; (2) be¬ 
cause they ai'e easily made, and (3) because they are just as 
legible and used as frequently by business men as is this 
style 



CRITICISE. 


the pupils may exchange papers in such a way'that no pupil 
will receive his own paper again, even though many changes 
are made. Repeat the same manner of writing’sentence and 
name as before. Continue writing and exchanging for about 
ten minutes then have each pupil criticize all the writing on 
the paper which he received last Criticize only one or two 
points at a time, as follows; Whenever the pen has been 
raised from the paper in approaching a, or the a form in d, 
g or q the pupil may place a mark thus: x; also where a word 
has been ended with a downward stroke or very short line 
when it should be a long, well curved line, as in the follow¬ 
ing: 



At this stage of the work it will be found quite interest¬ 
ing and ^helpful to call the attention of the pupils to a 
few mistakes in such a way that each pupil will learn 
to criticise his own writing. The following plan is a good 
one: Each pupil should take a clean sheet of paper, and all 
write the same sentence at the same time; then each pupil 
may write his own name on the next line below. Most names 
can be written twice on one line. When this has been done 


The following illustrates the common fault in raising the 
pen when writing words containing a or the a form: 



This criticism may be repeated every few days. Other 
points for criticism were mentioned on page 24 




2(1 


TEACHERS' MANUAL 



Plate 10 deals with a new movement exercise and one of 
great importance. 

From twenty to twenty-four exercises of three princi¬ 
ples each should be made in one minute. Notice how the 
connecting stroke curves downward and is carried very near 
to the base line. If this fault prevails 



until the oval can be made full and regular. 

Make capital P three times before raising the pen. The 
tendency will be to carry the finishing part of each letter too 
near the base line. 


In finishing the R raise the pen from the paper while the 
arm is still in motion. Two to four pages should be filled 
with capital B exercise before writing the sentence. 

The tendency in making the capital S is to end it with an 
upward stroke. 

When such is the case practice on line 60 must be repeated 
until the oval can be made full and the finishing stroke car¬ 
ried well toward the right, like this: 







PUBLIC SCHOOL WRITING . 


27 


copy carefully and practice, practice, practice, until the mus¬ 
cles arc trained to act according to the dictates of the mind. 



error in the “fish hook,” part of T, F, G or I. 


to correct any 


The traveling oval exercise should be practiced until it can 
be m ide well at the rate of 220 to 260 revolutions per minute. 


Don’t forget that the arm just in front the elbow must 
rest on the desk and fingers slide freely on the paper. Make 
haste slowly by making rapid revolutions, and by gradually 
moving the hand toward the right. 

Notice the “fish hook ” feature in capitals I, T and F. This 
is quite commonly used by our best business writers and in 
most cases permits the joining of capital and small letters. 
As a rule with beginners the I is made nearly vertical while 
the stem part iof T and F is too long and slanting; also the 
finishing stroke over T and F is usually too straight. 






28 


TEACHERS' MANUAL. 


Capital A is usually difficult for the majority of pupils. So 
frequently they make it like this— 



The firtt illustrations indicate a lack of confidence and free¬ 
dom, and the latter too much hinge action. In the first the 
movement was slow and irregular and the part marked x is 
too short. 



Practice exercise 66, then giving special atten¬ 

tion to the long retraced part. In making capital E the pen 

PLATE 12 


should he placed on the paper before the hand starts in mo¬ 
tion. Observe the slant and size of the small loop f the 
height of the letter. 

The usual fault in making capital D is getting the loop at 



the base turned in this way or the oval at the top too 

small. 

L is generally made too small at the top like this: 
when it should be like it is in line 75. 

Also the stem is frequently made too long and the loop at 
the base too round. 







PUBLIC SCHOOL WRITING. 


29 


PLATE 13 





/ 3/3 



CAPITALS. 

Now for a siege of a practice on capitals and movement 
exercises: for the final development of perfect freedom, 
ease and rapidity in business writing This extended 
practice is given, not because we consider its importance 
equal to or greater than that of small letters, not because we 
consider them more difficult of execution, but because they will 
give to the student freedom, boldness, confidence and speed 
in execution which he cannot get by practice on the small 
letters. 

A loose sleeve, proper posision and a good pen and ink are 
absolute necessities of the proper pursuit of these exercises. 

In the first line of copy 76 the pupil should start out as in 
making capital A, and trace round and round six or eight 
times with a rapid arm movement. See that the point maiked 


with a check is carried nearly to the top of the exercise 
Have the pupil exaggerate as in this 




, if this faultC^L^ prevails. The same in¬ 
struction given in the limited study of capitals on plates 8, 
!), 10, 11 and 12 is also applicable here, so our remarks on 
these exercises will be brief. 

Demand an active movement consistent with the proper 
formation of letters. 

In the capital B exercise the pupil should practice the 
tracer but may not be required to master both of the eapital 
B’s joined. Thus, in the line with the tracer the capital B's 
are made rounding with a continuous movement except the 





30 


TEACHERS' MANUAL. 


angular turn at the top and the “fish hook” joining at the base 
line. In the exercises of the second line the first downward 
stroke in the letter is straight and retraced which must neces¬ 
sarily cause a pause at the base line, a feature which is not 
altogether in harmony with speed, but many pupils find it 
easier than the first style. Therefure we would advise you to 
let the pupil have his choice of the capital B exercises after 
having made one or two pages of the tracer. Require the 
pupil to pass separately on both lines of copy 78. Pause 
slightly after making figure 1 in top of capital C and then 
with a deep strong curve in the downward stroke you will be 
able to get a round turn at the bottom which gives you a good 
start for the next letter. In the second line the capitals are 
reduced in size until they become the small c in which you 
should require as much skill as in the capital. 


In the capital D the main downward stroke should be al¬ 
most straight. Make it quickly and when reaching the base 
line jump up to the height of the short letters, then down to 
the base line and up again to the height of the capital, and 
form a large oval or loop at the top. It will be found just as 
easy to join four or five letters as to make them separately. 
About fifteen exercises of four letters each should be made in 
one minute. 

A common fault with beginuers in making capital E is to 
omit the small loop f the height of the letter. It is caused by 
holding the muscle of the arm rather rigid, or in other words, 
too tense. Have them make the letter just rapidly enough 
to get smooth lines until the fault has been overcome and a 
nice loop can be formed, after which they may make the dis- 



92 














PUBLIC SCHOOL WRITING. 


31 


connected letters at the rate of forty-five per minute. Use 
your pleasure about having the pupils pass on the second line 
of E. The course is befoi'e you, you see what is to be done, 
and if you think the pupil can devote a few hours to this you 
will find it a good exercise for developing freedom. About 
fifteen exercises of four letters each in one minute. 

Instruction has been given previous to this for the first style 
of F in line 81. The second style herewith presented may not 
meet your fancy but it is used a great deal now by business 
men and is the most easily and rapidly executed style we have. 
About twenty-five letters of the first style, or thirty-four let¬ 
ters of the second style in one minute, should be the reqxired 
speed. 

Refer to previous instruction for capitals G and H. Some 
pupils find the capital I tracer exercise more difficult of exe¬ 


cution than the single or even connected letters, therefore 
you may allow practice on the siugle letters first if you think 
best. The tendency with some will be to make the letter too 
large, like this ; 

A little class instruction on this as well as some previous ex¬ 
ercises will be fouud beneficial. The count for the single let¬ 
ters should be 1, 2, 3. 

Capital J tracer exercise is quite similar to I, but the ten¬ 
dency will be to curve tbe long downward stroke too much 
and consequently make the lower part too slanting. In join¬ 
ing the capital J’s about eighteen exercises of three letters 
each should be made in one minute. Class drill on these also 
will be found interesting and helpful. 


PLATE 15 






32 


TEA CHER S' MA NUA L. 


In making capital K alone, the first part looks well when 
made as the first stroke in capitals H, M, or N. In this exer¬ 
cise the pen is raised after making the first part of each let¬ 
ter. Therefore the exercise can be continued indefinitely 
without being disconnected. In the latter part of this line 
you will notice a different form in the first part of the letter. 
It is only suggested, however, and if pupils prefer to make 
it this way rather than straight they should be allowed to do 
so. It looks nicer but it is a little more difficult to make. 

The loop in the upper part of L should be half the length 
of the letter while the loop at the base line should be hori¬ 
zontal. The tendency remember is to make the loop at the 
top too small, the main downward stroke too long and the 
loop at the base too much like o. To oveicome these habits 
it will be necessary to exaggerate making the upper loop too 
long and the loop at the base too long and horizontal. Four 
or five L’s joined afford an excellent drill. About ten exer¬ 
cises of five letters each should be made in one minute. 

In line 88 we again have a famous exercise, which, when 
practiced properly, is the best possible aid for the correct 
slant of capitals and a proper union of the strokes in small n 
and m. In writing the small m exercise, about fifty-four let¬ 
ters should be made in one minute. Join three letters in 
each exercise. 

The foregoing practice will not be sufficient to enable the 
majority of pupils to get good union in short letters, there¬ 
fore something more is needed. 

Unless small m, n, w and u are so made that they can be 
distinguished at a glance, the writing will be more or less 
illegible in various words. 

If you find the pupil’s writing is weak on small “ m,” ex¬ 
ercise, i. e., if the form of the letter is not well defined, if the 
up and down strokes are too far apart, and the turns at the 
top too sharp, you will find that a seige of practice on these 
exercises — 







and the ones that follow will bring the desired result. 

All of these exercises should be made at about the same 
rate of speed, which should be seven to nine strokes per sec¬ 
ond. Have the pupil practice this one, 



first, making it about fifteen times in one minute. It will be 
more convenient to make one exercise directly below the 
other until several exercises are made, then write another col¬ 
umn to the right, etc., until the page is filled. 

When the pupil has mastered the above exercise fairly well, 
give him a check mark and have him begin work on the sec¬ 
ond, then the third. 

Don’t be afraid to retrace well, for that is what gives close 
union in n and m, and makes them easily executed at a high 
rate of speed. 


These three exercises 




should be treated in the same way until mastered, after which 
you may test the pupil’s skill in spacing and union by having 






PUBLIC SCHOOL WRITING. 


33 


him write such words as in, inu, nun, run, union, etc., etc., 
writing across the ruled lines and dropping a letter on each 
one. 

The first of the above exercises will be found helpful in 
establishing the loop in beginning such capital letters as M 
and N. 

Capital O is a good exercise for speed practice and pupils 
will find it quite interesting to treat it as such. When mak¬ 
ing the single O’s, from eighty to one hundred and twenty-five 
should be made in one minute. Count as follows : 1-2-3-4- 
5-6-7-8-9-10. This means five letters; one count for each 
down stroke. Do not check the motion of the hand when 
going from one letter to the other, but keep up a continuous 
and regular movement. Teach these in class drill frequently 
until the pupils thoroughly understand the proper time and 
can use the regular movement. When four capital O’s are 


joined as in copy about sixty should be made in one minute. 

The instruction for Capital P on plate 10 can be applied to 
this. Strive to get a speed of sixty-four letters in one min¬ 
ute when four are joined in one exercise. 

Line 93 shows the relation existing between capital Q and 
figure 2. 

The main part of capital R is almost the same as capital 
B, but the loop you will notice is brought nearer to the main 
downward stroke and the line extending from the base line is 
almost vertical when made properly. If this style seems to 
retard movement it may be made as in line 62. Either style 
is good. 

If in making capital S the pupil fails to get the oval full 
and regular let him fill four pages with the tracer exercise as 
found in the beginning of the line. 


PLATE 16 

f3 J2y -2 = 2 - = 2 - J2. -2 -2 7 . 2 . /-2 /-2 





TEACHERS’ MANUAL 


U 


The only difference between capitals T and F in either 
style is in the little line crossing the stem. Be careful in 
making T to raise the pen before you have reached the main 
downward stroke, unless-you wish to join it to the small let¬ 
ters. 

The first line in copy 97 is the reverse movement to line 88. 
It developes capitals U, V, W and Y, and establishes the 
proper union of the lines in small u and w. Pupils should 
practice it very rapidly and at all times guard against too 
much slant. Capital U needs but little explination as it is 
the first part of the above exercise. The second part of the 
letter may be made with a loop if desired. About fifty-six 
capitals per minute. 

Capital V is another good exercise and runs into the cor¬ 
rect formation of the small v’s when reduced to that size. 




The V may be made with a compound upward stroke in fin¬ 
ishing, like this 

Capital W is very similar to capitals V and U aud needs no 
special explanation. A quick rapid movement is necessary 
in the capital and small letter exercises. Round turns should 
be made at the base. 

The main downward stroke in the first part of X may be 
curved more than in the capital H if so desired. 

The first part of capital Y is the same as V, U, or W, and 
the second part may be made the same as U with an angular 
joining or the loop above the base line. The loop below the 
base line is ihe same as in small y. Refer to plate 9 for in¬ 
struction on capital Z. 







PUBLIC SCHOOL WRITING. 


35 


Thus far we have considered figures, small letters, capitals, 
and capital letter exercises, with all the necessary move¬ 
ments ; but it is not yet expected that the pupil is a polished 
page writer. No doubt many can produce quite satisfactory 
results in writing short woids or even a line, but to give them 
a miscellaneous mixture of small and capital letters as would 
likely occur in actual letter writing, would show their lack of 
polish in page writing. To gain the required skill in this a 
more careful study and practice on all letters, joinings, spac¬ 
ing, etc., is necessary. Each pupil must be an unmerciful 
critic of his own writing, and you as teacher should control 
the amount, of practice necessary in each case for the mastery 
of certain difficult points. 

INDIVIDUALITY. 

While carelessness must not be allowed, now is the time 
for the pupil to cultivate individuality in his writing. We 
PLATE 18 


believe it is wrong to hold pupils to one set style through the 
entire school work and then leave him alone to cultivate a 
style characteristic of his own nature after he has entered the 
rush of business life. But here, while under the guidance of 
a teacher, the pupil should be allowed to vary somewhat from 
these copies if so inclined. But in case of absolutely bad 
taste or poor judgment on the part of the pupil, the teacher 
should require a closer adherence to the style of copy. 

During the time your more advanced pupils are working on 
plates 18 and 19 you should give considerable dictation writ¬ 
ing in class drill, and conduct the criticism in such way as to 
bring out the vei'y best efforts in study and practice. 

While movement and speed must not be neglected the pu¬ 
pil should rivet his attention on regularity of height, slant, 
and spacing, and the best forms of letters to use after cer¬ 
tain other letters. 

In working on plates 14 to 19 the pupil should be required 





36 


TEACHERS' MANUAL. 


to write the printed matter on back of copy slip. Yon should 
alternate this by practice on the main copies ; thus when the 
pupil has passed on copy No. 80 he should write so many 
pages of sentence 80i which is printed on back of copy slip ; 
and so on through the course, writing the printed matter ac¬ 
cording to the way in which it is numbered. This will give 
the pupil a great deal of practice on sentence writing in con¬ 
nection with the capital letter exercises, and being gems of 
thought by our best authors of writing, we think it well to 
have the pupils memorize them and be able to give the 


author’s name. This will not only make the pupil more in¬ 
telligent on the subject of writing, but will also hold his atten¬ 
tion directly on his work. In writing this the pupil has no 
script copy to follow and it may therefore be neces-ary some¬ 
times for you to call attention to certain styles and joinings 
of letters as well as the beginning and ending of words in or¬ 
der that he may not become indifferent. 

In case a sentence or paragraph ends in the middle of a 
line you should have the pupils fill the space with figures or 
-capital letters that no paper may be wasted. 


P-L-ATE 19 



//*/ 




PUBLIC SCHOOL WRITING. 




PLATE- 21 


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A A A ^ A 9^ 9^ A A AAAAAA^9^ 

AD AD fA) A) AD A) (Dd AD AD AD AD AD A^ A) 



0 9 9 9 99999 9 90 9 9 99 9 9 9 9909999099999 


As stated on page 8, the characters in the above plate may 
be given for practice at any time the pupil’s work in arith¬ 
metic demands them. 

The necessity for a knowledge of the more common busi¬ 
ness forms is considered to be in such close relation with the 


course of writing that it has been deemed advisable to give a 
blank form of a receipt, note, check, and a sight draft. 

All pupils from the sixth grade up should become familiar 
with these forms and be able to write them whenever request¬ 
ed to do so. 




38 


TEACHERS' MANUAL 



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PUBLIC SCHOOL WRITING. 


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